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ERIC Number: EJ1189435
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Increasing Online Information Retention: Analysing the Effects of Visual Hints and Feedback in Educational Games
Zeglen, Eric; Rosendale, Joseph A.
Journal of Open, Flexible and Distance Learning, v22 n1 p22-33 2018
Although online education offerings continue to grow in the higher education marketplace, issues of student achievement and course rigour still challenge the underlying instructional model, and alignment with institutional missions. Pedagogically, instructors and course designers can mitigate these issues by leveraging technology to further enhance students' cognition and knowledge retention within the online domain. This study analysed the effects of visual hints and elaborate feedback embedded in serious educational games to determine the effects on student learning and information recollection. Using a quasi-experimental design and quantitative testing methods based on differing forms of feedback in the game, significant differences were found among three groups of students in an online educational environment. Mean scores on comprehension tests indicated that participants who were exposed to elaborate feedback and visual hints performed better than control groups in an online learning environment. This supports the underlying framework of information processing theory.
Descriptors: Educational Games, Electronic Learning, Higher Education, Academic Achievement, Educational Technology, Control Groups, Experimental Groups, Distance Education, Online Courses, College Students, Retention (Psychology)
DEANZ: New Zealand Association for Open, Flexible and Distance Learning. Open Polytechnic, 3 Cleary Street Private Bag 31914, Lower Hutt 5040, New Zealand. Tel: +64-3-345-8246; Web site: http://www.jofdl.nz/index.php/JOFDL
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A